Technology Tools Overview
Deborah Healey, [email protected] of Oregon, American English
Institutehttps://sites.google.com/site/techtoolsforbusyelteachers/
http://www.deborahhealey.com
Your tool collection?
Agenda Beliefs about teaching, learning,
and technology Resources
Planning tools Teaching/learning tools Assessment and feedback Motivators
Starting us off
What are your beliefs about teaching and learning?Thumbs up/thumbs down
The Internet is a great resource for English languagematerial.
Students always do exactly what teachers want them to do.
Teachers always make the right choices about online material.
Thumbs up/down Teachers need to create a good
environment for learning. Technology is a distraction in the
classroom. Students would rather talk to other
students than to their teacher. Teachers always have lots of time. Students are experts in learning
with technology.
Beliefs => use
Planning tools
Lesson plans and articles: iteslj.org lp art tech
List of topics: eleaston.comOrganizing your links: www.delicious.com
ITESLJ Lesson Plans
Internet TESL Journal
EL Easton
EL Easton – www.eleaston.com More links than you could ever
imagine Business English sample page For language learners?
NO!
EL Easton
Organize and find your web linksFrom any computer
Tap into what others have found and saved
“Social bookmarking”
Delicious.com
Delicious Sample
Controlled material
www.breakingnewsenglish.com sample search
Ready-made activities for use in class or outside of class – Everest mp3Easier: Football sample mp3
Special English: www.voanews.com/specialenglish advice ...
Authentic material
Sources of academic texts: www.deborahhealey.com/digitallibraries.html
DOAJ: www.doaj.org/ ol Openj-Gate: www.openj-gate.com/
(not now)
Literature – why digital? Project Gutenberg:
www.gutenberg.org home audio popular
ConcepTest
When learners use a website, the teacher should do which of the following:
a) Give them the web address and tell them to try it.
b) Give them a list of suggested activities and have them choose one.
c) Assign a specific task related to information on the website as homework.
Online teacher tools
readabilitywww.twurdy.com ol – critical thinking
authoring www.lessonwriter.com ol TIBSample
visual vocabulary www.visuwords.com screencast
Register to create lessons Add a text; choose vocabulary,
grammar points, pronunciation from the text It’s a machine- read carefully to be sure
grammar and vocabulary are correct Add graphic organizers, comprehension
questions Save or print
Assessment
Rubrics withrubistar.4teachers.org sample1 sample2-revised
Surveys with Google Formsdocs.google.com => Forms
Feedback and sharing Word tools – sample - video
Insert Comments Track Changes – Compare documents
Sharing with Google Docs: docs.google.com Simultaneous editing from different
locations Screencasting: ScreenR, Jing,
Screencast-o-Matic Sample writing conference
Motivation to learn
What motivates people to learn? What motivates students to learn? Your ideas...
Authentic audience
Tandem learning www.slf.ruhr-uni-bochum.de/etandem
/etindex-en.html ol
Projects to join http://www.iearn.org/ ol
www.thinkquest.org/en/projects/ ol
Authentic audience
Blog – individual or class: www.blogger.com
Web page (wiki): http://sites.google.com ol
Student Forums at Dave’s ESL Café http://forums.eslcafe.com/student/ ol
TakingITGlobal – student awareness and cultural forums: www.tigweb.org/ ol
Class discussion
Focus on writing Any topic – chosen by the teacher
or the class Plan ahead
Have students work in groups Use as homework due in a week “Inverted classroom” ...
Class discussion
Nicenet: www.nicenet.org Yahoo group: groups.yahoo.com Google group: groups.google.com Facebook - create a class
Facebook page: www.facebook.com/
“Inverted class”
Time to reflect…
Best use of technology in YOUR classroom?
Overall..
How much time could you save with good tools?
How much motivation could students gain?
QuickWrite
Take 2 minutes and write down three things that You learned and You will share with someone else
Write another two things that You will try to use
“It’s not so much the program, more what you do with it”
(Jones, 1986)
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